Thursday, December 29, 2011

IT's Dirty Little Secret

Over break I'm catching up on my reading I neglected during the end of the Fall semester.  One of the articles I came across today was a Computerworld article about the age bias in IT.  This article reflects my observations of the IT industry during my time as an IT professional.

When looking at the IT field objectively, this age bias does make sense.  The new programmers are more apt to be adept with the most current technologies, willing to work for less money than required by older and more experienced IT professionals, and are able to dedicate more of their time towards work.  These factors make the younger programmers more appealing to employers.  However, older IT workers who move into system architect, IT management, or IT project manager roles are able to use their experience to their advantage.

IT workers must continually develop and refresh their skills in order to remain relevant and employable in the field.  This may require learning new programming languages, new architectures, or returning to school in preparation for potential management positions.  As a younger IT worker, the field of IT is fantastic since it offers the excitement of continual change and opportunities to learn and experience new technologies. Older workers need to remember this characteristic of the field and realize the constant change requires us to continually learn.  We must not loose our passion for learning or we are at risk to be left behind.

Thursday, December 22, 2011

End of the Semester Reflection

Yesterday I hit the submit button and submitted my final set of grades for the Fall 2011 semester.  Now it is time to reflect on the past semester and try to learn from my experiences.  One of the habits I formed over the years is to immediately summarize the successes and challenges for each of my courses.  I create new notes in my Evernote notebooks so I can review these observations as I prepare for the next semester and the next time I teach the course.

I found these reflections to be beneficial to the continual improvement to my courses.  It is important that I conduct this reflection immediately after my course ends so that I am sure to capture these observations while they are still fresh in my mind.

Wednesday, December 21, 2011

Communicating with Students

I will have to admit that I sometimes reinforce the stereotype of  IT people that cannot communicate.  I am sometimes so focused on achieving goals and timelines that I forget about the importance of communications along the way.

Earlier today one of my undergraduate students was in my office and we were discussing the final project and how I was grading these projects.  During this discussion the student mentioned the frustration over my rejection of late assignments.  My policy for all of my courses is that I don't accept late assignments unless prior arrangements have been made.  The student described an instance where an absence prevented the student from submitting a homework assignment and that, during the next class, I did not accept this assignment for credit (although I offered to review the assignment and provide feedback).

After hearing this student's frustration I explained that I am trying to prepare the class for the working world where they would need to inform their employer in the event they were not able to come in or meet any deliverables.  It would be unacceptable to simply not show up.  I also reiterated my policy allows students to let me know ahead of time and make alternative arrangements in the event they are not able to meet the assignment due date.  After hearing this explanation, the student understood the reasoning and also agreed with the purpose and the approach.

In the future, I need to be more clear in explaining my policy to the students and help them understand the reasoning and encourage them to work with me.

Tuesday, December 20, 2011

Improving My Grading

It is that time of the semester when our students are busy submitting their final projects and taking our final exams.  Right now the hallways have quieted but there is still a lot of activity on campus as students near the end of the semester.

My courses ended on Monday so I have the remainder of the week to finish my grading (self-imposed deadline).  As I have noted in prior posts, I rely on rubrics to support my evaluation of the students' work.  These rubrics enable a more structured and consistent evaluation but I still find my evaluations include
 a level of subjectivity.  I also notice that while using the rubrics in my evaluations, I find issues with the coverage and criteria used in the rubrics.

Like many aspects of teaching, the grading and evaluation rubrics are a work in progress and we continually make incremental improvements.  I don't know if it is possible to completely systematically evaluate my students' work and remove all subjectivity but I hope I can continue to make progress in doing so.

Friday, December 16, 2011

Group Projects

Today was the last day before finals week at my college.  In many of our classes our students are submitting a final project; some of these final projects are group projects.  In many academic fields we prepare our students to work as productive team members.  This preparation aligns with the expectation the industry has regarding teamwork.  However, teamwork is not something that is magically possessed by our students; it must be learned.

Today one of my students met with me outside of class to express concerns for the overall quality of the team's final project.  This student felt frustrated by the lack of quality effort put forth by one of the team members and was concerned about the impact this project would have on the final grade.  While part of the grade is based on peer feedback, a poor quality project deliverable negatively affects all team members.

Assigning team projects can be both beneficial and frustrating to our students.  The students are dependent upon equal concern for quality of work and are often disappointed by the lack of effort or imbalance of work by the team members.  We must remember that these projects are evaluating the performance of a team and, while the individuals students may put forth a good effort, it is the ability to work as a team that is measured.  The students must be able to work together to collaborate on the project rather than divide up the work and work individually (does this sound familiar?).

While I can express the need for teamwork and articulate how teamwork over individual efforts are measured for these team projects, the students must still be taught how to work as a team.  Our department relies on team projects but we do not have a concerted effort to teach students on how to do so.  I need to begin incorporating the teamwork concepts in my courses so students may better understand how to operate as a team.

Newly Published Article

My work with the Graduate Nursing department has been published.  This article describes our approach to developing a new information system for use in tracking the clinical experiences of the graduate nursing students.

Thursday, December 15, 2011

Friendships in Online Classrooms

Earlier this week I watched as the students in my class worked together on their projects and I noticed how well they know each other and enjoy working together.  I thought about the benefits of face-to-face classes in supporting this close interaction and how these students will continue their friendships beyond my class.

As I thought more about this, I see this same relationship building in the online environment too.  This past spring during our graduate symposium I noticed how well the students from our online program knew each other.  Although they had never met before in-person before the symposium, they seemed to have already established a bond.  Through the in-class discussion assignments, off-topic discussion threads, and email outside of the classes, the students found a way to connect and get to know each other.

Maybe these close relationships occur regardless of the location of the classroom.

Monday, December 12, 2011

Will Others Follow?

A couple of weeks ago my copy of eWeek included a cover page explaining a big change to the technology magazine.  Beginning in January 2012, the magazine is moving to an electronic format and will be delivered twice a week rather than once a week.  This new model will reduce printing and delivery costs and enable the publisher to provide more timely information.

When I learned of this change I immediately downloaded the eWeek app for my iPad and read the current issue on my iPad.  I am already using my iPad to read the PM Network magazine and will now be able to also read the eWeek magazine too.  However, unlike the PM Network magazine, the eWeek magazine will no longer be delivered in the paper format.

After reading the PM Network magazine on my iPad over the past few months, I found myself simply recycling the physical copy of the magazine when as soon as it arrived and am now experiencing the same effect with my physical copies of eWeek.  The reading experience on the iPad is very nice since it doesn't require long periods of time reading the backlit screen and offers very clear and bright images.  When I open the iPad magazine app I am first presented with a layout view of the entire magazine before I select where I want to begin reading.  Also, the digital copy is in the same format as the physical copy so I'm very comfortable reading this on my iPad.

So far I'm very happy with this change and am pleased to be able to keep my magazine library with me on my iPad.  I hope other magazines will follow eWeek's lead by offering iPad (or other tablet) versions of their publications.  I wonder if we are beginning to see a shift in how people consume these publications and, if this shift does take place, I wonder about any repercussions from this change.

Wednesday, December 7, 2011

Stress of Finals Week

We are nearing the end of the semester and I'm preparing my undergraduate students for their final in my Database Modeling class.  Over the past semester we have covered topics including relational theory, data modeling techniques, SQL, and several enterprise-scale database implementation topics.

Now we are nearing the end and it is time for the final exam.  This is where my dilemma and guilt begins.  I see how much stress the students are under this time of year and wish I could avoid adding to their stress.  However, the goal of our assessments are to measure their performance against the course outcomes so, while these assessment measures are not always fun, they must be carried out.  These exams serve a purpose and are more than just a rite of passage for college students.

Where I struggle in my classes is deciding the relative weight the final exam has on the student's final grade for the course.  I make this determination before the course begins but I always have second thoughts when I get to the end of the course.  A few years ago I read a book about college-level teaching where one of the book's contributors expressed a teaching philosophy that true assessments measure the student's knowledge and abilities at the end of the course rather than at a certain point during the course.  In recent years I have adopted this philosophy in my undergraduate courses and have heavily weighted the final exam.

While I see the logic in placing higher weighting on the final exam, I also question the validity of measuring student performance at any one point in time.  Perhaps the final exam is a valuable measure but there needs to be more equal distribution of measures across the semester.  I'll have to think about this further and see if I change my philosophy on the final exam.

Friday, December 2, 2011

Rubrics - The New Blackboard Function

My college upgraded our Blackboard software over the Thanksgiving holiday.  For those of you not familiar with Blackboard, it is a learning management system that is used to facilitate student access to online course materials, on-line quizzes and tests, and assignment submissions. One of the new features in this upgrade was grading rubrics.  I have been waiting for rubrics for some time now.  Before the merged WebCT/Blackboard software product, we used WebCT and this software included support for grading rubrics.  However, the migration to Blackboard resulted in a loss of these rubrics (Blackboard did not support rubrics) but now Blackboard has finally included this functionality in their software and I have access to rubrics again.

I updated my assignments for the remainder of the semester to use these rubrics.  After applying these rubrics to my assignments I have some opinions about Blackboard's first attempt at grading rubrics.  First of all, I was very impressed with Blackboard's first attempt at grading rubrics.  They had obviously learned from WebCT rubrics.  The rubrics allow the instructor to use single point values, point ranges, or percentage of points.  The rubrics are able to be modified to support as many rows (criteria) or columns (levels of achievement) as well as the individual criteria.  Grading is made easy by simply clicking on the appropriate cell in the rubric and selecting the points.  The rubric also supports comments for each evaluation cell in the rubric as well as summary comments below the rubric.

While there is much to like about this new function.  There are still some improvements I would like to see.  First of all, there is not an option to add descriptions to the criteria so I'm not able to describe what I'm looking for as part of each evaluation criteria.  Secondly, the rubrics don't automatically populate the total points for the assignment.  The rubrics tally the points and display the total but this total is not added to the points cell in the assignment.  I would like to see this total added with the ability to override the total.

This is an awfully long post for a discussion on the new grading rubrics but this is a big deal for me since I have been waiting for so long for this functionality to return.  I'm happy with the new function but there is still room for improvement.

Wednesday, November 30, 2011

The Cloud's Dark Side

While I really enjoy using cloud services like Evernote, Gmail, Remember the Milk, Google Reader, Delicious, and (of course) Blogger, I am left worried about my reliance on these services.  I have invested a lot of time and information into these services and rely on continual access to this information.  What would happen if any of these cloud services were dropped and I no longer had access to my information?

These services are not guaranteed and history has proven these cloud services do disappear. Google Wave, Jump, Broadcast, and Google Notebook are failed cloud services I used to rely upon but have since disappeared (along with my information).  This has caused me to be weary of my reliance on cloud services.  However, I continue to depend upon these services for the convenient access and centralized data storage.

Will I continue to be disappointed by failed cloud services and disruptions in my use of these tools?  Probably, but I still find them to be so useful I'm willing to assume the risk.  The future may offer more stability as firms define better business plans for these cloud services.  There may continue to be failed services but I think this will lessen in the future.  I may loose access in the future and I will adjust; just don't take away my Evernote!

Monday, November 21, 2011

Contrasting Views on Cloud Computing

This week in the MBA class that I teach we will be discussing the use of cloud computing.  In preparation for this lecture I have been doing a little research to be able discuss the management issues associated with this newer technology.  As I was reading through some of the literature it became very clear the differences between academia and the business world.  These differences need to be realized when considering technologies like cloud computing in the business context.

In academia we are very concerned with student privacy and privacy of participants involved in our research.  Our student records are secured in our information systems and we are careful when working with student-related information.  Additionally, we take efforts to protect the participants and their information in our research.  However, the student and participant information is a very small component of the information faculty deal with.  Most of the information we spend time with is centered around the literature we use in our research and preparing for our courses.  This information, unlike student and participant information, is not as sensitive.  As a result, we commonly view information as open and don't have significant concerns over unauthorized access to our information.  In fact, quite often, we prefer to store this information in locations where others may share in the benefits of our discovery of new knowledge.

This way of thinking is different than in the business world where knowledge offers a strategic advantage and must be protected from potential competitors.  In the business world, protection of this knowledge is a primary concern and sharing with individuals outside of the organization is not commonly practiced.  Business knowledge must be protected and, therefore, its distribution must be controlled.

These two contrasting viewpoints strongly influence the perspective of cloud computing.  Academics may favor cloud computing because of the reduced costs, the ability to easily share knowledge with the world, and the broader access to a wide range of tools available from any Internet connection.  The business environment may also like the lower costs and availability of the services but are deeply aware of the potential security issues as well as many ownership and integration issues.

The contrasting views of cloud computing is just one example where the academic world differs from the business world.  We must remember differences exist and be aware of these differences as we prepare students to apply technologies in their workplace.  Although we may not always be aware of the differences, our students will and our students should be engaged in a discussion on potential issues with application of technologies in their workplace.  Our role must be to facilitate this thought, listen, and learn.

Monday, November 14, 2011

RSS Feeds or Printed Publications

I have been adding more and more RSS feeds to my reader and have enjoyed reading from so many different sources.  I find this a great way to get a broad perspective on the topics of interest to me.  It is also convenient way to read since I can read these RSS feeds from my desktop, iPhone, iPad.

I also try to keep up-to-date on the paper subscriptions I receive.  These journals and professional magazines are filled with great articles but not all of the topics are specific to my areas of interest within IT.  Also, there are so many publications I receive that I'm having a tough time keeping up.  Right now I have a stack of 10 print publications on my office table waiting for me to read.  I want to read these articles but I don't always have them with me.

I value the print publications because they offer new insights by sources I may not have added in my RSS feeds.  I also enjoy the advertisements because they help me see the latest products, issues and trends in the field.  I only wish I was able to have these subscriptions through my iPad.  One of my subscriptions (PM Network) does offer an iPad application so I'm able to read the articles through the iPad.  As a result, I often spend more time reading this subscription than I do my other subscriptions.  I certainly hope publishers soon begin embracing the new digital formats to distribute their publications.  While print publications are great, they are not always with me the way my digital copies are.

I value my access to the RSS feeds but see this source of information as too narrow (reliant on my choice of feeds) as opposed to the broader coverage offered in printed publications.  I certainly hope to see these printed publications continue to move to the digital format and continue to provide the broad coverage they currently offer.

Tuesday, November 8, 2011

Evolution of Computing

Yesterday during a conversation with one of my grad students, we discussed the evolution of computing and the movement from centralized computing to distributed client server and now back to centralized systems.  This shift is commonly referred to as the pendulum swinging between centralized and decentralized architecture.  However, the student noted a reference to this phenomena as a spiral rather than a pendulum swing.  The explanation was the pendulum infers going back to an original state.  In this case, shifts back to centralized computing have resulted in a similar architecture but different than the original state.

I like the spiral model for describing what is occurring with the fluctuation in system architectures.  We began with the centralized mainframe, migrated to distributed client server, moved to centralized web pages, and then shifted to decentralized AJAX web applications.  These changes demonstrated an oscillation between centralized and decentralized architectures but also resulted in improvements over the deficiencies of prior architectures.

What I find interesting now is the increasing use of apps.  These apps we run on our devices are the equivalent of the decentralized client sever architecture.  We have migrated back to distributing the processing load and creating applications that run on each individual client.  However, in this latest iteration of distributed architecture, we now have better means of disseminating the latest edition of the software.  The apps stores have the ability to push out upgrades to these apps which is far superior to the old client server architecture which required manual installations at each workstation for each upgrade.

It will be interesting to see where we end up as the spiral continues to oscillate between centralized and decentralized architectures.

Tuesday, November 1, 2011

Another Use for Evernote

I am a big fan of Evernote.  I tried out this product a few years ago and have been using it diligently ever since.  I use it to track anything that I want to remember later on and I recently found a new use for Evernote.

Last week I began using Evernote to capture my notes from my literature research.  In the past, I used EndNote but found that I ended up looking at Evernote for some information and EndNote for literature research; my information was located in too many places.  In order to consolidate the location for my information I created a new Evernote notebook in my account to keep track of all of these literature references.  When I come across a new source I create a new note for the source, copy the citation and abstract to the note, and then add my own comments to the note.

Using Evernote's search functionality, I will be able to easily find a source based on my notes, citation, or the abstract.  Also, I can also use the tagging function in Evernote to associate keywords or the research topic to my note.  With Evernote, I should be able to mimic the functionality offered by EndNote but have the advantage of conducting search across all of my information; I won't have to search EndNote AND Evernote.

Friday, October 28, 2011

Learning from Feedback

Last week I posted a message about using a feedback survey at the midpoint in the semester where I ask the students input on their perceptions of the class.  I asked questions like what they like about the class, what the would like to see changed, and how I can help them improve their understanding of the material.

Yesterday I reviewed the feedback from my undergraduate data modeling class and summarized the results to present back to the students.  I was very impressed by the maturity of their responses.  The students were really concerned with their ability to learn the material and this was reflective of their feedback.  They responded favorably to the rigor required for the class and the value they are gaining from the course.  Students enjoy the in-class practice exercises and going through the "answer key" in class so they understand their gaps.

I also received contradicting suggestions for improvement that I will have to ask the class about.  Some students wanted me to spend more time discussing the material in the book while others wanted to spend more time working on in-class exercises.  Also, similar to what I typically see, there were disagreements from students in the pace of the class where some students liked the pace, some wished that I go through the material quicker, and others would like for me to go slower.

There are two things I found that I need to work on in this class.  The first is the students feel that some of the data models we work on in class are unrealistic and would like to have more real life examples.  The second is they would like more interactive lectures and have me make them answer the questions I pose to the class.  Both of these are valuable lessons that I hope to improve upon in the second half of the class.

I learned a lot from this survey.  I'm glad I asked the students their opinions.  While some of their suggestions I did not mention here were counter to productive learning, most of their feedback was very useful and I plan to adjust to help the students learn and apply the material from the class.

Thursday, October 27, 2011

Lull in Consumer Technology

The rate of change brought on by consumer technology over the past decade has been rapid and created many disruptions in the way media has been distributed and consumed.  Record stores are now relegated to shrinking departments within the big chain stores and have mostly disappeared from specialty stores in the mall.  We now carry our entire record collection in our pocket and can watch movies, television episodes, and other forms of video from our portable devices.  We are also now beginning to use our devices to purchase and read books.  All of these changes have come relatively quickly and resulted in the rapid adoption of new technologies and new ways of interacting with media.

At this time of the year I often find myself exuberant about a new device that I just can't wait to buy and one that will change the way I do things (for the better I hope).  However, this year it seems as though we have a lull in the onslaught of new technology.  Sure there are new e-readers from Barnes and Nobel and Amazon and  Apple has a second generation iPad and the mobile phone manufacturers have new products but none of these offerings are ground breaking.  They are simply improvements to existing products.  There is nothing new and exciting in the consumer electronics market this year.

Have we exhausted innovation of our current technologies?  Is the rapid flow of change reduced to a trickle?  Or, are manufacturers waiting for the economy to improve before the release the next generation of innovation?  I don't know but it feels kind of weird experiencing a slower rate of change.  Perhaps we can now use this lull in innovation to better understand how to use our technologies to improve our world rather than simply just learning how to use the technology.

Friday, October 21, 2011

Mid-Semester Feedback

Next week is the midpoint of our semester.  We will have completed the first eight weeks of the courses and will have another eight weeks before the end of the semester.  This time of the semester may mean midterm exams but, at least in my courses, it means professor evaluations too.  Many faculty use the midpoint in the semester to check-in with the students to see how the class is going.

In my classes I use a simple set of questions asking the students what is going well, what they would like to see changed, what I can do to help them understand the material better, and their overall satisfaction of the course.  I formalize these evaluations by either distributing these on a single sheet handout or through a online survey in our learning management software.

I really value the feedback I receive from the students as part of this mid-semester feedback survey.  Students are able to express their opinions in an anonymous manner and I'm able to determine if I need to change my approach to improve the effectiveness of my teaching.  However, if I want to survey the students for their input I must also demonstrate that I am listening to their feedback.  Shortly after collecting the surveys I spend five minutes of class time to review the results of the survey and outline the changes that I plan to make to the course to adjust to their feedback.

My discussion of the survey results also allows me to explain why I certain changes cannot be made (like giving the answers to the exam before the exam).  This discussion creates a collaborative environment where the students are able to have input on the methods that work best for them and I gain their insight as a student in my class.  The students are also able gain a better understanding of the reasoning for my methods.  Hopefully these surveys and feedback discussions provide as much benefit to my students as they do for myself.

Thursday, October 20, 2011

Knowledge Management in Academia

One of my main research interests lies in the field of knowledge management; particularly knowledge management systems.  It is interesting to note the advances made over the past ten years in this field.  However, many of these advances have been made in the business environment.  Very little research has taken place in the academic environments.

I came across an article this week providing a possible explanation for the lack of progress in knowledge management practices in academia.  The strong division between faculty and administration in these institutions and the individualistic culture create pretty significant barriers to any efforts to share knowledge.  While I agree with this assessment in terms of formal knowledge management practices this is not necessarily true of less formalized knowledge management.

In my experiences I am often engaged in conversations with colleagues sharing best practices in the physical and online classrooms, new insight into technology, and experiences in research.  While the academic culture may not currently support formalized knowledge management practices, informal knowledge sharing does take place in more collaborative faculty environments.

While sharing stories and best practices may occur, I just can't imagine faculty taking time to formally document knowledge in a manner that can be shared with others.  Then again, isn't this similar to what I'm doing in this blog?  Perhaps there is hope for better knowledge management practices in academia.  We just need to find ways to share knowledge that fit within our existing workflows.

Friday, October 14, 2011

Taking the Easy Way Out

Earlier this week I had a conversation with a colleague where he expressed his concerns over the organization of his faculty website.  All of the content on his site requires a lot of time to manage when he wishes to add new links or reorganize the formatting of the site.

The problem is that this individual was stuck in the old ways of building a standard website.  With all of the Web 2.0 tools available, we can now publish our content in so many forms that we should no longer have to manage our own content using HTML.  In my site I am able to share links with people using my Delicious account and share my instructional videos through my YouTube account.  I also share insight (or lack of insight sometime) through this blog, and my photos through my Flickr account.

Rather than placing all of this content on a standard HTML page, I simply use the landing page concept where I provide a short list of links to these various Web 2.0 sources.  This results in a simple and easy to use site eliminating the need for maintenance.  The exception to model in my current site is that I have a second page that includes a list of my presentations and publications.  However, I can replace this manual page with a link to my Delicious account using a specific tag where the URL points to my account with the tagged presentations.  I'll have to give this a try so I will no longer have to worry about formatting my presentation and publication page.

Wednesday, October 12, 2011

Required Reading

It has been a busy start of the Fall semester and I'm trying to catch up on some of my reading.  I have several publications I subscribe to and feel compelled to read.  Today I came across a great article discussing some key points to using PowerPoint.  The author introduced some very basic, but critical, tips for effective use of presentations.

While I try to avoid some of the issues identified in the article, I sometimes fall into some of these common errors (like the lack of focus on the essentials).  Articles like this are good reminders for us.  We must remember the purpose of the presentation is to clearly communicate ideas.  If we fail to prepare presentations that promote clear and concise communications, we will be unable to inspire, engage, or simply inform our audiences.

Tuesday, October 11, 2011

Net Effect Conference Presentation

A colleague and I presented at a Health and Human Services conference yesterday.  Our topic was Net Effect: Abuse, Dependency, and Addiction to Technology.  This presentation provided an opportunity to collaborate with a forensic psychologist in identifying current trends in the assimilation of technology and the potential negative societal impacts for those challenged with properly integrating technology into their lives.

Thursday, October 6, 2011

Cool Photography Tool

I am fascinated by the photographic technique of the tilt-shift lens.  Using this lens the photographer is able to convert a landscape photograph into what appears to be a miniature.  Some example can be found here, here, and here.

Unfortunately, these lenses are well beyond my budget.  However, this same effect can be made to a standard digital image using a Photoshop technique that is still very effective.  For an even more economical tool, I came across a free website that converts images into tilt-shift images.

I can't wait to begin playing around with this new tool to see what I can create.  Once I create a few examples of my own I'll post them on my Flickr photostream.

Wednesday, October 5, 2011

Value of eBook Exhaust

Lately I've been fixated on ebook readers and this has only been further amplified with the announcement of Amazon's new ebook reader.  With the thought of purchasing an ebook reader in my head, I was immediately intrigued when I came across an article about ebook exhaust.

The ebook exhaust is the user-generated content created when individuals record notes and highlights within the ebook.  These notes can be stored locally or on a vendor's server and will link the notes and highlights to the content in the ebook.  This "digital exhaust" can then be searched later by the individual or, if the notes are made public, searched by others.  If we share our exhaust, additional knowledge and insight can be amended to the publication.

This example of the power of the Internet is further proof of David Weinberger's claim that the power lies in the metadata.  Using powerful search engines and the digital exhaust from the ebooks, we will be able to share and gain further insight into our consumption of the digital content.   This is a potentially powerful method to further our knowledge and gain new insight into topics of interest.

Monday, October 3, 2011

Online Enhancements

Late last week I was conversing with a colleague about different approaches to online courses.  During the conversation I learned the faculty member was teaching the face-to-face section of this course and was going to build a complete online course to support adjunct professors teaching online sections of the course.  This approach is becoming more common and ensures standardization across offerings of the courses while gaining buy-in from the full time faculty.

My opinion on this approach was to question the use of the online content for only the online sections of the course.  We have online support through our course management system for both online and face-to-face courses.  Since the course shell exists for the face-to-face course, why not make all of the online content available in the face-to-face course.

If we build supplemental videos, discussions, quizzes, and other content for our online classes, we should employ these in our face-to-face courses.  Using these online supplements allows us to engage our students with the material outside of the classroom furthering their understanding and application of the course material.

At the end of the conversation we both agreed using the online content is valuable to our in-class students.  While we may not need to require the students to attend lectures plus perform all activities developed for the online sections, we certainly should employ this content to increase their exposure to the material throughout the week.  I think we both learned something as a result of our conversation and this sparked further interest into enhancing our face-to-face courses with this online content.


Friday, September 30, 2011

Assigning Papers

Most of the classes I teach are in graduate programs.  As part of these courses I often assign research papers of varying length.  The graduate students are accustomed to writing these papers and have become quite proficient at locating sources, outlining, writing, integrating sources and revising.  The papers provide a means for the students to practice and demonstrate their ability to synthesize knowledge into new meaning.

This week I assigned a research paper to my undergraduate students in a database modeling class.  I asked them to read an article on participatory sensing technologies and consider the ethical implications of the use of these technologies.  When I returned the graded assignments today I asked the class (mostly juniors) how often they receive assignments where they are asked to write a research paper.  To my surprise, outside of their general education courses, nobody had received a writing assignment.

Teaching undergraduate computer science courses we often focus on developing technical skills and our assignments are mostly the production of technical deliverables.  Our college is also good at assigning team projects and presentations to develop teamwork and oral communication skills.  While we provide opportunities to develop technical, problem solving, teamwork, and oral communication skills, there seems to exist a gap in opportunities to develop our students as skilled writers.

I would like to see us increase the use of written assignments.  They are more challenging to grade but they offer opportunities to develop skills the students will need to have beyond graduation.  In the age of email, texting and the informalization (is that a word) of our written language, our students need to practice the more formalized and deeper thinking art of writing research papers.

Thursday, September 29, 2011

I Think I'm Ready Now

Over the past two years I've been toying with the idea of purchasing an e-reader.  Initially, I was ready to take the leap and purchase the original Nook but by the time this product finally became available Apple announced the launch of the iPad and I ended up purchasing the original iPad (I do not regret this decision).

After using the iPad for about 18 months now, I found it is good at a lot of things but not as an e-reader.  Also, over the summer I purchased several books to read and now am faced with the issue of what to do with these books.  I'll want to refer to these books later but I don't want to store them.  An e-reader would solve this problem.

After convincing myself of the need for an e-reader this summer I then decided to wait to see what Amazon would offer in response to the latest Nook offering.  Yesterday I found out.  The new Kindle Touch is what I was looking for and seems like a good response to the Barnes and Nobel Nook but is it better than the Nook?

Should I buy the Nook or the Kindle?  This will be a difficult decision since I am locking myself in with one vendor by doing so and will be reliant on the availability of titles by the single vendor.  Locking myself in with a single vendor makes this an even scarier decision than I first thought.  Maybe I'm not ready to purchase an e-reader yet.

Thursday, September 22, 2011

Good Time to be in IT

Here we go again!   Back in the late 1990s the demand for skilled IT professionals overwhelmed the supply.  This resulted in bidding wars for highly marketable IT skills, frequent job hopping, and improved respect for the profession.  Based on recent activities it looks like we might be heading toward another shortage of IT workers.

Over the past few months I have been frequently contacted by employers interested in our graduating undergraduate and graduate IT students.  There seems to be a swell in hiring and these employers are having difficulties finding people for their open positions.  Fortunately, our graduating students appear to be prepared for the skills these employers are looking for.

It's good to be in IT again.

Tuesday, September 20, 2011

Is Technology Good or Bad?

I'm finishing up Carr's book The Big Switch.  In this book Carr discusses the migration to the "world wide computer" and the social and economic repercussions from this change.  The world wide computer refers to the Internet and all of the web-based applications and services available to businesses and consumers.

The book was published in 2008 and is surprisingly on-target in forecasting the adoption of software as a service and the centralization of computing resources.  However, I feel Carr is particularly pessimistic on the social and financial implications of migration to the centralized Internet services.  Through his recent books (The Shallows, The Big Switch, and Does IT Matter?) Carr seems to take a more controversial approach in promoting the negative affects of computer technology.  Perhaps this pessimistic approach is a good way to create controversy (and sell more books).

On the other hand, Weinberger wrote Everything is Miscellaneous and is a prominent advocate for everything Internet.  Weinberger is an advocate of computer technology and seems to take an optimistic approach to the advances Carr warns us about.  Perhaps, like myself, Weinberger is partially blinded by a love of technology.

So, is technology good or bad?  Who is right?  Is Carr right that advances in computer technology will be detrimental to our society or is Weinberger right that these advances will help further our society?  Both authors have valid and contradictory points.  I would love to hear a debate between these to authors; it would be valuable to hear these deeply passionate and knowledgable scholars carry out a discussion weighing the pros and cons of computer technology.

In the end, we cannot simply say technology is good or bad.  However, the arguments offered by Carr and Weinberger offer additional insight and force us to consider the impacts these technologies have on us.  It doesn't matter whether you agree with Carr or Weinberger; each author forces us to see the relationship between technology and society and makes us think about this relationship.

Friday, September 16, 2011

Love/Hate Relationship with Academic Technology

Now that our academic year is underway I can begin to realize the fruits of my labor from the time I spent this summer preparing my classes.  In my undergraduate Database Modeling course I have implemented online quizzes in our learning management system (LMS).  Using these quizzes, the students are able to assess their understanding of the readings through the online quizzes they take outside of the class.  The quizzes are setup as multiple choice questions that are automatically graded by the LMS and reported to the grading function.  The LMS allows us to make the quizzes available outside of the classroom and auto removes the need to manually grade the quizzes (I can now simply review performance on the quizzes to identify any trouble areas for the class).

While this process appears to provide great time savings and contributes to the students' exposure to the course materials, it has proven to lead to some additional challenges for the class.  Unfortunately, the web-based LMS does not take into account differing perspectives on how to operate the quiz functionality.  As a result, many students have struggled in completing the quiz and have become locked out of the quiz.  I end up hearing from several students during the quiz that they cannot submit their quiz and I must go back in and reset their attempt so they can access the quiz once again.

In addition to the challenges with the quiz functionality, it has also come to our attention the LMS has an error in grade calculation under certain conditions.  This leads to the faculty reporting incorrect grades (lower than the actual grade) and resulted in a lot of frustration by the faculty and students.

The academic technologies such as LMS were designed to improve student access to the course materials and facilitate learning outside of the classroom.  Most of the time, these systems are successful.  However, when they are not, they create extra work for the students, faculty, and staff and leave everyone questioning the value of the technology.

I don't blame the vendors over these issues.  Vendors gain larger market share by the volume of functions included in the software and not by the rigorous quality built into the system.  Vendors are incented to add additional functions more than they are to spend the time/resources to ensure all functions are error-free.  We as consumers of these systems must place more demand on software that operates without any issues than to push for more functionality.

I still love to incorporate new technologies to increase my effectiveness in the classroom.  However, at times, this leads to additional frustrations and additional work.  I think the frustrations we experience as a class can also be a valuable learning experience to these students as they move into the workforce; they will now see, firsthand, the results of software anomalies.

Wednesday, September 14, 2011

My New Toy

Yesterday I presented a workshop on project portfolio management at our Rochester, Minnesota campus.  I used this workshop opportunity to try out a fancy new tool I came across last month.

Prezi is a different type of presentation software that allows the author to conceptualize the presentation in a non-linear manner and use movement between ideas to emphasize the connections between these ideas.  Rather than constructing one slide at a time, this tool allows the author to create different content frames, create the content objects within the frame and then develop a path through the different objects.  Using this approach, I'm able to conceptualize my presentation in a more organized manner and use motion to emphasize points and connections within the presentation.  Also, since this is a SaaS application and stored on the Prezi server, I'm able to easily share the presentation with others.

My description of this tool may be lacking but you can see how I used it in my workshop presentation or by going to the Prezi site.  The tool is note polished as other presentation software but I really like the new approach to presentations.

Tuesday, September 6, 2011

Efficiency and IT

I came across an opinion piece today by Thornton May about IT and its association with efficiency.  The author described a wonderful analogy of the application of Frederick Winslow Taylor's efficiency studies for the manufacturing processes and how IT was applied in a similar manner to make organizational information processes more efficient.  In this article, the author was expressing the need for IT to be applied for innovation efforts rather than simply as a means for improved efficiency.

I can relate to the association of IT to "Taylorism" from my experiences in the industry.  IT often represents change and those impacted by this change often resent the source of the change.  Similar to the resentment described by May toward Taylor, the IT field also faced similar resentment.  IT has been known to wreak havoc with legacy processes that were well established and comfortable with employees in the organization as well as displace workers due to varying levels of process automation.  IT has also become so efficient that information is so readily available that we now have new problems such as "information overload".

While Taylor's practices and IT are both intended to improve organizational performance, we must be sure we apply efficiency techniques in a manner to provide value and be cognizant of the implications the changes.  These revelations are not new but we must be reminded of the past so that we are not to replicate our mistakes in the future.

Wednesday, August 10, 2011

Data Collection Concerns

I came across an article today discussing concerns over data collected from participatory sensing technologies.  Devices, such as mobile telephones, can collect location-specific data and send this data to repositories where it can be used to detect trends.  Concerns exist on the use of this data.  While the examples of legitimate uses for this data were described, I failed to see how the benefits outweigh the potential exposure to such granular personal data.

These sensing devises are able to track an individual's location at any given time as well as capture images (through the phone's digital camera) and audio.  Misuse of this technology equates to individuals carrying a monitoring devise and evokes a more extreme scenario than described in by Orwell in 1984.

There is a clear need for governance over the collection, ownership, management, and application of this personal data.  Existing regulations on personal data do not go far enough to protect individuals from this more revealing personal data.  The question is, if and when this data is collected, who will own it and who will control access to it.  Right now I'm very uncomfortable with any government or corporate agency accessing or controlling this information.  While I'm not an alarmist, there is certainly potential and incentives (profit making) to collect this data so I am concerned.

Friday, August 5, 2011

Visible Wireless

This week I watched a TED Talk by Harald Haas on using light bulbs to transmit wireless data signals.  The idea originated to address the limited capacity with radio spectrum and the increasing data load on this spectrum.  The visible spectrum is much wider than the radio spectrum and moving to a new range of frequencies will ease the upcoming capacity issues.  Also, the author noted security benefits of the visible spectrum in that it does not go through walls and is available to only devices within sight of the signal.  As a result, it is more transparent who is able to access the wireless signal.

While this is a new idea and is only being developed (although a demonstration of this unit in action was provided) there certainly is potential for this innovative use of existing light sources.  It is good to see new ideas in solving problems in the information technology field.  I hope to see this theory continue to be developed and, eventually deployed.

Tuesday, August 2, 2011

Online Life

For many years I avoided creating a Facebook account.  I understand the benefits of this service and also see how it can also eat away at free time.  Mostly I felt uncomfortable mixing my professional life with personal life by having my students and colleagues exposed to the same postings as I would potentially share with my family and friends.  I also accepted the fact that I'm not all that social so I really wouldn't have much to share.

This past week I took the plunge into the social networking world and created a Google+ account.  I thought that, through the use of the different circles within Google +, I should be able to compartmentalize my different lives.  I setup my profile and uploaded my picture (the same picture I use for this blog).  I also sent invitations to my family but my daughter (who is under 18) is not able to join yet and she is a little irked by this.  Now I'm not sure what to do next and how much information I want to put into this account and how much time I want to spend on this.

As I was setting up the Google+ account I was thinking if this is different than my LinkedIn account?  It seems I can use my professional circles to cover the same functionality offered through LinkedIn.  If many of my professional contacts join Google+ I think LinkedIn becomes redundant.  Even now, I don't see a lot of value in LinkedIn so I'm not sure how Google+ will make a case for professional networking; hopefully it will offer new services to help foster these professional relationships.

I think Google+ will give Facebook a run for its money but it may also cause disruption in social networking by having two different platforms.  With these two platforms we have to worry about the platform where friends and colleagues reside.  It reminds me of the Mac/PC struggles in the 1980s and 1990s where the platforms caused incompatibilities and forced us to choose one platform or the other.  Perhaps this time we can find ways to interface between the two platforms.

Only time will tell if Google+ can be as successful as Facebook or if it will be another Google experiment like Buzz and Orkut.  I wonder how much time I should invest in building an online life in Google+.  I'll have to evaluate my time investment as I play with this serve a little more.

Thursday, July 28, 2011

Exceptions to the Rule

In the world of scholarly writing we are strongly encouraged to rely on sources published in academic journals.  These sources are thought to be superior to information published in books.  When writing, we cite these articles from peer-reviewed publications since they represent the latest thoughts and evidence on the subject matter.  Given these reasons, it does make sense to pursue sources from peer-reviewed publications.

Recently, I came across some exceptions to this rule.  I have been conducting literature research in knowledge management and case studies.  In both of these examples, the field relies heavily on the use of books.  That is not to say published works only cite books but rather, there is an unusual amount of references to books in the publications on knowledge management and case studies.  Allow me to hypothesize on the reasons for these two exceptions.

First of all, knowledge management is a relatively new field.  As a result, there are limited theories supporting this field and some of the early contributors to the field published as authors in books.  While some of the theories building up to the more complete and accepted literature were published as journal articles, the books themselves became the predominate source in the field.  Lang, Hall, and Landrum (2010) observed that 30% of citations in published works were made to books and a majority of the citations were made to a subset of 25 sources.  This clearly shows a shallow pool of literature supporting research in the knowledge management field and the use of books is prevalent in this field.  As a result, research in knowledge management leads to a higher percentage of books cited compared with other fields.

Secondly, in the field of case study research there also exists a higher reliance on books.  Rather, a book.  Yin's (2009) work on the case studies research methodology has been widely referenced in the field of case studies.  While there are many sources on case study methods, Yin's work appears to be the primary source and is commonly reference by other publications.  Many of the research articles on case study methods refer to Yin.  While Yin's work does appear to be central to this field, it is also interesting to note the author's work leading up to this book was published on behalf of the author's organization and the work was distributed as a product rather than published as an individual scholar.  As a result, little work was published prior to the release of the first edition of this text.  Therefore, Yin's published text has become the predominate source rather than articles leading to the publication.

While peer-reviewed journals remain the predominate source for scholarly writing, we cannot overlook the value of the book and we must accept the book does play a role in providing relevant information on the field.

References
Lang, T., Hall, D., & Landrum, W. H. (2010). Citation analysis and trends in knowledge management. Paper presented at the Americas Conference on Information Systems, Lima, Peru.

Yin, R.K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage Publications.

Friday, July 22, 2011

If a picture is a worth a thousand words...

...how many words is a video worth?

Teaching online can offer challenges that are easily addressed in the traditional classroom.  This summer I'm teaching a research and writing course online and have been encouraging my students to use EndNote or similar products to organize their research sources and store their evaluative annotations.  A few weeks ago one of the students had questions about using this software.  If this were a traditional classroom setting I would have simply demonstrated the software in class.  This is not as easy in the online classroom (but not as difficult than in the past).

There are tools out there that can be used to create videos capturing desktop interactions.  These tools are robust and not too expensive and I use one of these tools (Camtasia Studio) for my formalized demonstrations to supplement my undergraduate courses.  There are times when I don't want to spend the time creating, producing, and posting a video when I just need a short demonstration without any bells and whistles.  In situations like these I have been using Jing.

Jing is free software that records video captures of the computer desktop that can be posted quickly to any learning management system or website.  Using this software I am able to quickly demonstrate the software, save the video, and share it with my students.  The same vendor also offers Screencast as a free service where I can save my video demonstration and link or embed the video to share with my students.  Once the video is created, it takes me approximately three minutes (depending on the length of the video) to save the video to the Screencast server, capture the URL and post the URL to my course.  Very fast!

While I still prefer the control I have over the video production when I use Camtasia Studio, I like the quick and easy approach Jing offers for these impromptu video captures.  I find myself creating these same impromptu videos for my face-to-face students to help them navigate through some of the software we use in class.

Jing and Screencast are both free but there are also paid versions of these two services.  They are pretty inexpensive and, if I continue to use these services on a regular basis, I will most likely purchase the "professional" versions of the service.

I wonder how long it would take to write out instructions for the same demonstration I recorded in Jing.  In this case, a video is probably worth 10,000 words.

Tuesday, July 19, 2011

I miss paper

A few days ago my wife and I were walking through Barnes and Nobel and came across a table full of calendars and planners.  These bound book-like objects were so neat, clean, and inviting.  We both commented on how we missed paper planners now that we are both reliant on the calendar and other functions on our iPhones.

This past week I tried very hard to move my to-do list from Remember the Milk (RTM) to a paper list on an old fashioned composition book.  I really liked the idea of writing out my to-do list and writing on paper.  I thoroughly enjoyed initially composing the list on paper and enjoyed having this list in front of me as my computer was booting up in the morning (I typically use the web-based version of RTM so I can't access this list until my computer is up and running).  However, my affection for this paper list ended when I was on my way to the car this afternoon and needed to remember something I needed to do later today.  In the past, I would simply pause and add an item to my RTM list on my iPhone.  Since I was no longer maintaining the list in RTM I needed to remember this item until I was able to get to a pen and paper.  I am far too forgetful to rely on my memory and, therefore, have been relying on my immediate access to RTM.  I am not back to RTM.

While my migration to paper in my to-do list failed, I have been successful in migrating to paper in another area.  Earlier this spring I began using a Moleskine bound notebook as a type of commonplace book.  The writing experience of recording important ideas and theories is satisfying with the quality paper in the Moleskine.  Additionally, the book format works very well for browsing through the pages and referring back to older entries.  This paper format supports the purpose of the commonplace book for reviewing past entries to maintain the knowledge codified in the book.

I enjoy the act of writing but also enjoy the benefits of search available through the electronic forms.  I am still waffling between taking paper notes in meetings and using my Evernote account on my iPad to record my notes.  I'll have to see this leads to this year.

Monday, July 11, 2011

Old Gadgets

I have a weakness for technology gadgets.  Over the years I have bought several devices that I may not have needed.  I was wooed by the small footprint of the EeePC, impatient with the availability of a portable video device and bought the Archos 604 WiFi only to purchase an iPod Touch shortly afterward.  I am also a victim of Apple's keen marketing of their products and currently own a 4th generation iPod, 2nd generation iPod Touch, 2nd generation iPod Shuffle, 1st generation iPad, and an iPhone 4.

While there certainly is a level of satisfaction gained from the initial purchase of each of these devices, the luster wares off after awhile.  Quickly this collection of the latest technology results in a pile of unused technology sitting on a shelf in my basement.  Now it is time to rid myself of these past technology investments.

I made a deal with my son that he can sell some of these devices on eBay and keep the proceeds to put toward his college expenses this fall.  After doing some research on the current selling price for these gadgets we realized how quickly these products loose their value.  I find myself asking if my compulsiveness for these latest gadgets has been worth it.

I also find myself second guessing when I have an urge to buy another product.  I would really like to own the the next Kindle but I'm not sure if I would use it when I already have an iPad and plenty of physical books.  Hopefully, I will think a little more about this before I go out and buy something.  Fortunately, with my son heading off to college this fall, I don't have too much extra money to waste.

Wednesday, July 6, 2011

Standardizing the Online Classroom

Later this evening I am meeting with the faculty in the IT Leadership program and one of the topics on our agenda is the use of a standardized grading rubric for online classroom discussion questions.  Over the past 18 months we have been working on providing a more uniform experience for our students across our online courses and the standardized discussion rubric represents the latest initiative to accomplish more commonality.

In the online environment, we must be able to strike a balance between the academic freedoms of creativity and individuality for the faculty and the need for consistency for the students.  Over the years, our IT Leadership courses have moved from a very creative environment where faculty build their own courses and design their own interface within the course management system to a more template style approach.

We are now using course developers to construct our online courses using an interface that is consistent across our courses.  Additionally, we are working toward applying common evaluation criteria for assessing written assignments and discussion questions.  However, while we are striving for a more uniform experience for our students, the faculty retain creative freedoms in determine the scope of the course and in designing the course materials and assessments.

Our goal is to end up with courses that allow students to focus on the course material rather than learning to navigate within the course and experiencing a different set of expectations for each course.  While the faculty are giving up some academic freedoms, we feel we are creating a better learning environment for our students; and improving student learning is our goal.

Thursday, June 30, 2011

Using EndNote

This summer I'm teaching a class on research and writing that is used to prepare our IT Leadership graduate students for their Master's thesis.  In this class we review the research skills they have developed in their classes and advance these skills so they will be ready for their thesis.  We also work on enhancing their scholarly writing to stand the more rigorous requirements of the published thesis.

This year I have encouraged our students to  enlist the use of bibliographic software, like EndNote, to help organize their literature sources and ease the burden for formatting all of their references.  I use EndNote consistently with my research and find it valuable to refer back to articles I have read and to store my notes for these articles.  I hope to instill similar patters for my students.

One thing that seems to get in the way for my students application of this software is the automated cite-while-you-write functions EndNote has with Word.  This seems to be adding complexity on using the software that scares students away.  However, if we use a more manual integration of EndNote with our writing the software is very easy to use.  In order to encourage this more simplistic approach to using this bibliographic software I created a video demonstrating how I configure and use EndNote for my research.

Hopefully, a more basic application of the bibliographic software will encourage students to apply the software to help them manage their literature sources and enable them to be more efficient in building a literature review for their research papers.

Thursday, June 23, 2011

Creating a Database

Earlier this month I posted about the Dodgers traffic patterns data source I am using from the University of California Irvine for my database course.  This data source provides over 50,000 rows of data I can use for SQL exercises in my course.  Now that I have the data files, I need to load this into a relational database.  This is where the fun begins.

In the past, I created database scripts so that we are able "reset" the database to its original state.  This reset works well for when students begin adding, deleting, or modifying records.  I typically write a database script to drop each of the database tables, create new tables, and insert records into the database.  In the past, when inserting records, I created up to two dozen insert statements to populate the tables.  However, with this much larger database I did not want to write the 50,000 insert statements.  I could use a data loading tool but I want to be able to reset the database and allow students to create this same database on their own for practice.  This created a challenge.

I still needed to create the 50,000 insert statements but rather than writing these statements myself, I enlisted the help of Excel.  Opening the individual data files from the data source text file into Excel, I created formulas to concatenate pieces of the SQL insert statement together with the data to create a complete insert statement for the first record in the first row of the spreadsheet.  I then copied this same concatenation formula across all 50,000 rows and I ended up with a SQL insert statement for each row.  I then copied the set of insert statements to my script and ran it in database environment (after testing a single generated insert statement).  No errors, and all records were created.

While most of the time was spent preparing the data for this automated SQL statement generator (ensuring the date field stayed formatted as a date was a challenge), I was able to create the database script within a couple hours.  I now have a database script that will drop the existing tables, create new tables, and insert all 50,000 rows into the tables.  The script is about 4.5MB (a lot of SQL commands) and takes approximately 10 seconds to execute on my laptop.  I'm not ready to begin using this script with my students.

Tuesday, June 14, 2011

Knowledge Management in Education

My main scholarly interest lies in the field of knowledge management.  Particularly in knowledge management systems and the structuring of explicit knowledge.  Yesterday I read an article about the adoption of corporate knowledge management practices to higher education.  The article was written back in 2000, so a lot has changed since then but I was also amazed by how little we have advanced in the knowledge management field.

The big change I noticed has been the emergence of a popular knowledge management application to support both tacit and explicit knowledge.  We now have software to help us support knowledge management but there is still a long ways to go for this field to mature and the software to properly facilitate the process.

While knowledge is central to higher education, it is surprising to see how poorly we practice any type of knowledge management activities to develop the faculty and academic programs within the institution.  The knowledge management field appears to be fixated on the corporate setting when there are tremendous opportunities for growth in the academic side.  Perhaps this is what we call a gap in the literature; we need more research done understanding the academic environment in the knowledge management context and applying knowledge management practices to the academic environment.

Friday, June 10, 2011

Team Projects

In my experiences, team projects are a love/hate relationship for students.  Students view these team projects as something different, a way to socialize with classmates, and potentially less work than individual projects.  However, students are often not satisfied with the execution of the project.  Project work is not always distributed evenly across the project team and team members can perform at different levels and have varying degrees of motivation or definitions of success.  These experiences are similar for both undergraduate and graduate students.

While it would be easy to just give up and not use team projects in my classes, there is value in helping the students become more effective working in teams.  While the project teams may not always be successful in the classroom, their lessons from the team project experiences will help the students prepare for working in project teams in the workplace.  For this reason, I plan to continue to use team projects.  However, proper assessment must be adopted in order to increase the student learning from the team experiences and to apply equitable scoring for contributions to the team effort.

I discussed my dilemma with a colleague in the management department earlier this week and we developed an approach to help students reflect on their contributions to the project and to offer a score more indicative of their contribution to the team's deliverables.  In this approach, the teams will earn the same score for the project deliverables but receive separate scores for their contributions to the project.  The score for the individual contributions will be established by the team itself using criteria determined by and agreed upon by the entire class.  The team will be given a total number of points they are to distribute for themselves and they discuss and provide rational why each member should receive the determined point allotment.  The allotted points are added to the deliverable score for each student's project score.

I plan to try this approach to team projects in my undergraduate database modeling course in the Fall semester.  I expect it may require further refinements but I hope to find some level success with this new method of evaluating team projects.

Tuesday, June 7, 2011

Research and Systems Thinking

I came across an article today that demonstrated a systems thinking approach to problem solving and providing research to help determine the impacts of potential action.  In this case, the researchers studied a downstream effect of Internet privacy restrictions on online advertising.  Rather than simply studying the information available to advertisers, the researchers inquired about the consequences of such restrictions.

The results of the study showed a decrease of up to 65% in effectiveness for the online advertisements.  The common banner advertisements were more affected by privacy restrictions than the larger, and more obtrusive, advertisements.  Looking at this from a systems thinking perspective, restrictions in the consumer data made available to web advertisers resulted in less affective advertisements and will lead to a push to larger and more obtrusive advertisements in order to apply affective online marketing campaigns.  What this means is attempts to limit the data tracked and available to online advertisers could lead to more obtrusive advertisements thus negatively impacting the user experience on the website.

We must then decide if the privacy gained through the restriction of the data is worth the negative user experience.  It may be a good trade-off but we must first understand all of the implications of this action.  We must understand the system to hypothesize the results of any change to the system.  This systems thinking approach will result in better long-term decisions.

Monday, June 6, 2011

Found Some Data

I'm beginning to prepare for a new iteration of my data modeling class for the Fall semester.  I wanted to use a larger dataset than in the past to provide more meaningful queries for class assignments and exercises.  Today I made a step in the right direction.

I came across the Machine Learning Repository site of the University of California - Irvine.  This site houses several examples of datasets that can be used for statistical analysis or other data needs.  One of the datasets I found useful is the Dodger Loop Sensor dataset.  This data comes in two files.  One file contains the game information for each home game during the 2005 baseball season and the second file contains a count of the number of automobiles passing through an exit near Dodger Stadium.  I was able to break-up the game information into game and team tables and then use a third table to hold the traffic information.  Using these three tables, my students will be able to explore the data to find traffic patterns and associate them with the baseball games.

While this is far from perfect, 81 game records and 50,400 traffic records greatly exceed the small (18 records) hotel reservation database I created last year.  I think I will still use both databases but the new database will allow the students to explore the data more than the smaller database.

Friday, June 3, 2011

IT Value

I read an article this week about the end of IT value as a metric for the IT organization.  When I first noticed the article title I was shocked since value is an important measure for the contributions of IT to the organization and the measure indicates alignment with the business strategies of the organization.  However, as the article noted, value is dependent upon what is measured.  In this case, what is measured has become the source of this issue.

Apparently, many organizations are still measuring value in terms of a metric specific to the technology or service itself.  For instance, the help desk may measure value in terms of resolution time or hold time.  However, this is not really value for the organization.  True value should look at satisfaction measure for the end users or the decline in reported incidences.  These true value measures should indicate some type of cost reduction or revenue increase to the organization rather than simply reflecting on an attribute of the service itself.  Value must measure impact to the organization.

Over the past two decades IT has recognized the need to become partners with the functional units of the organization.  We learned we cannot work independent of the organization and we must view IT as a business enabler rather than the creator of elegant technology looking for application.  If we are truly connected to the functional side of the organization, we must measure IT contributions in terms of the impacts to the overall performance of the organization.  Impact to the overall organizational performance represents true IT value.

Thursday, May 26, 2011

Meetings

With the end of the semester and school year comes the meetings and conferences.  Last week I was out at a conference only to come back for a day of leadership meetings and a two day retreat for our school.  While these events take me away from my work and put me further behind in my to-do list, I do gain a lot from these events (my to-do list also gets much longer with new ideas I want to implement).

One of the great things about academia is the autonomy.  I'm free to discover and learn new ideas and methods and incorporate these into my classes and administrative processes.  With the numerous publications and the instant access to the online journal databases, new ideas are easy to disseminate.  The biggest challenge is sifting through all of the great ideas to focus on those that are most important to me.  While there are so many articles and books I want to read, I only have very limited time to explore these new ideas.

Now back to meetings.  These meetings at the end of the semester allow faculty an opportunity to share and learn from each other.  We don't always have to reach out to the literature to find new practices.  We can often find new ideas from our colleagues down the hall or across campus.  While meeting can become tedious at times, they can also offer value in the new insight we gain from collaborating with our colleagues.

New knowledge surrounds us.  It is in our libraries, at the conferences and meetings, and also in the discussions with our peers.  There are always new opportunities to learn.  Now hopefully once these meetings begin to subside over the summer months I'll be able to digest some of these new ideas and incorporate them into my classes and administrative processes.

Wednesday, May 18, 2011

Poster Sessions

Earlier last week I posted about using the poster format for the graduate students presenting their projects.  This past Saturday afternoon the students presented their projects using this poster format.

I was very pleased with how the poster format worked for us.  We followed a shift approach where half of the students presented first proceeded by the second group of students.  This gave the students a chance to view the other projects and created a larger audience for the presenters.

The most significant advantage for this poster format was the social interaction this created.  These are students in an online program so most of them, prior to the poster session, had not met face-to-face.  This was a wonderful opportunity for them to meet each other and socialize.  All of the students appeared to enjoy this social time and I received several comments regarding a preference for this format.

We plan to conduct next year's poster session in the same manner.  It is a great way to share our work and carry out social exchange.  I hope our students are able to establish lasting connections with each other as a result of their time in the course room and this opportunity to meet face-to-face.

Wednesday, May 11, 2011

IT Ethics: Extreme Examples

A few weeks ago Computerworld published an article by Tam Harbert titled When trusted IT pros go bad.  The article included several examples of extremely poor decision making and actions by IT professionals.  It should be acknowledged that these are not isolated incidents, but rather, many ethical issues occur without public notice.

In academia there is a growing trend toward weaving ethics into the curriculum.  Faculty at these institutions targeting ethics in the curriculum often try to find case studies related to their topics to demonstrate real world examples of the ethical dilemmas students may face in the workforce.  However, as Harbert noted, many times these ethical violations are not published since organizations do not wish to share these unfortunate experiences and prefer to resolve the issues as quietly as possible.

I certainly understand the desire for organizations to quietly resolve these issues but there is certainly value in sharing these issues.  We need to share these examples so that we are able to learn from these experiences.  Without access to these real world examples, faculty are limited to a small handful of stereotypical ethics case studies.

I was excited to read the Harbert article and find some additional ethical examples but I wish articles like this were more prevalent.  Our adherence to our ethical duties in the field is critical to the creditability of our profession and the betterment of our society.  As faculty, we must be diligent in sharing these examples with our students so that they may be more cognoscente of some of the issues they may face and be more prepared to make the right decision.

Friday, May 6, 2011

Long-Form vs Short-Form Presentations

Next weekend 13 of my graduate students are presenting their projects at our graduate symposium.  In the past, there have been one or two students finishing up at a time and the students were required to present their work at our undergraduate end of the year open house.  However, with so many students completing their research projects at one time, the long-form 20 minute presentations were not feasible.

This year we are moving to a short-form poster presentation.  In this new format half of the students will stand by their posters and carry out short and informal presentations to attendees as they approach the board.  After the first half of the presentation period, the second group of students take over and present their projects.

Students will end up sharing their work multiple times during the session and have the opportunity to visit the other presenters when they are not presenting.  This provides the students with the opportunity to both share their work and to learn from the work of other students.  While this short-form poster style is not a new concept, it is the first time I have implemented it with my graduate students.  I'm eager to see how it works.

Tuesday, May 3, 2011

MICS 2011 Conference Proceedings

The proceedings from the 2011 Midwest Instruction and Computing Symposium have been published.  These proceedings include a paper I presented with a colleague at the conference.  You can find a copy of our paper here and information about the conference here.

Wednesday, April 27, 2011

Need More Data

Each fall I teach an undergraduate course in database modeling.  In this course we learn how to design relational databases and use SQL to manipulate the database and the data within the tables.  It is a good course but we are challenged with the limited data in our databases.

I created sample databases for us to use to execute our SQL queries but these databases are limited in size (about 12 records in the transaction table).  As a result, we are not able to produce meaningful results from our queries.  This limitation takes away from our exercises but I don't have time to create the number of records we need for the database.  Also, we want the data to provide us with the ability to spot realistic trends to support more analysis of the data.  As a result, we not only need a large amount of data but it has to be realistic.

I would really like to get my hands on transactional data from a real company.  If we were able to dummy up the data (to protect the intellectual capital of the organization) we could create a relational database with this data and perhaps return some value to the organization through a set of queries they could use to analyze their own data.

Maybe I'll be able to get a hold of some data before the fall semester.

Wednesday, April 20, 2011

Traveling with my iPad

I'm in Washington DC this week looking at colleges with my son. It is nice to get away and DC is beautiful this time of the year with the blossoms still on the trees.

One of the great things about online education is the flexibility in both teaching online courses and as a student participating in online classes. While I'm away I'm able to take advantage of the free Wi-Fi offered at the hotel to check into my online classes and post to the course discussions. However, my travel plans this week had to first work around my face-to-face MBA class I taught Monday evening. While I still really enjoy teaching in the physical classroom, I appreciate the flexibility offered in the online environment.

This week I decided to take along my iPad rather than bringing my netbook or lugging my laptop. The iPad fits nicely in my bag, is very light, and allows me to watch a few purchased episodes of The IT Crowd while on the plane. While it was great having my iPad along on this trip, posting to my discussions and writing this blog post takes much more time; especially when I have to go back and edit my posts. At this point I wish I had packed my netbook or laptop.

I think my experience this week typifies most of the iPad reviews. This device is a much better content consumption devise than a content creation device. However, the portability does make up for the challenges of the onscreen keyboard. Maybe the challenge of the keyboard is worth all the benefits of this great device.

Friday, April 15, 2011

Firefox or Chrome?

I keep switching between Firefox and Chrome for my main browser.  Prior iterations of the Firefox browser proved to be very slow to load; even without many extensions on the browser.  As a result, I switched to Google's flashy Chrome browser and immediately noticed an increase start-up time.  Since then I have stuck with Chrome and suffered through some Java incompatibilities with the WYSIWYG editor in our learning management system and the manual steps required to download an exported file from EndNote.

Every month or so I think about migrating back to Firefox so that I can take advantage of a more flexible browser but I just couldn't take the slow load times and the less polished interface.  I was also hooked on the combination URL address and Google search bar at the top of the Chrome browser.  Chrome offered a much more pleasant interface to work within but it just didn't support the Java scripts needed for my learning management system and the online journal database exporting.  Throughout my waffling back and forth between Chrome and Firefox I also contemplated migrating to Internet Explorer but just can't give up the native spell checking in Firefox and Chrome.

After reading the ProfHacker blog posting today I decided to make the switch back to Firefox.  While I miss the wonderful Chrome interface, I do appreciate the enhanced Java capabilities of Firefox.

What is your experience?  Do you favor one browser over the other?  Why?

Brandon

Saturday, April 9, 2011

Overtime

This weekend our department is hosting the 2011 Midwest Instruction and Computing Symposium (MICS).  This symposium brings together computer science students and faculty from across the upper Midwest for programming and robotics competitions and paper presentations.

Friday morning during the paper presentations, a colleague and I presented our paper titled Overtime Effects on Project Team Effectiveness.  In this paper we discussed the impacts scheduling and extended overtime pressures have on the project team; particularly software designers and software developers.  In researching this paper I found a study showing that 75% of software faults occur in the design phase and 71% of faults result in long-term stress factors such as short development timelines, human error, and skipping steps in the methodology.  The causes of these errors are not surprising but it is rather surprising to see the highest level of faults occurring in the design phase rather than in the development phase.

Later this week the proceedings from the conference will be published.  I'll post a link once they are available.

Thursday, April 7, 2011

What are we Missing?

Our college recently implemented a unified search tool to search for journal articles across several journal databases.  This new search tool has saves me a lot of time but I noticed that I often only scan through the first page or two of results.  I wondered what I was missing out on by skipping the remaining pages of partially relevant results.


I recently read an article by Evens (2008) that addressed this very concern.  This author noted as journal articles are published online and become part of these databases, scholars search rather than browse as a method to locate sources of information.  Evans found this trend resulted in a smaller subset of articles referenced in publications and the referenced articles were newer than articles published prior to searchable journal databases.  The author concluded the search results first display recent articles that are most relevant and, as a result, older and less directly relevant articles are not found or used by researchers.  The conclusion was recent research is based on a smaller set of sources and typically relies on a disproportional amount of newer sources.


Evans, J.A. (2008). Electronic publication and the narrowing of science and scholarshipScience, 321(5887), 395-399.

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